Blended/hybrid Learning
Discussion
Online
only
Both
online
and f2f
Knowledge Team
March 2008
F2f only
Hybrid or Blended Learning
What Are Hybrid Courses?
• In "hybrid" classes, a significant amount of the course
learning activity has been moved online, making it
possible to reduce the amount of time spent in the
classroom. Traditional face-to-face instruction is reduced
but not eliminated.
• The "hybrid" course model is also referred to as
"blended." On this site, we use these terms
interchangeably.
• http://www4.uwm.edu/ltc/hybrid/
Texas Higher Education and
Blended Learning
Texas A&M
• To respond to demands of larger numbers of residential and nonresidential students, TAMU supports the development of technologybased teaching to complement traditional face-to-face
instruction. TAMU recognizes that communication technology offers
faculty an increasing number of ways to provide instruction and that
the Internet allows development of asynchronous learning.
• Delivery of courses and programs via distance will focus
on graduate programs and continuing education,
although distance methods for leveraging faculty time
and expertise will be strongly advocated for highdemand residential and, where appropriate, off-campus
undergraduate courses.
Another way of saying it: Oregon
University System
• Residential students try to take advantage of
the opportunity to enhance, accelerate or
optimize face-to-face course scheduling by
adding asynchronous courses.
•
Asynchronous students try to take advantage
of courses offered face-to face at alternative
schedules to enhance, accelerate or optimize
their programs.
http://72.14.235.104/search?q=cache:h9F04ymXqjoJ:www.ous.edu/state_board/workgroups/edp/files/VirtualUniversity.
ppt+%22residential+students%22+%22distance+education%22&hl=en&ct=clnk&cd=6
Another way of saying it:
Northwestern University
Still another example: Brigham
Young University
University of North Texas
“UNT has adopted Blackboard Learning
System – Vista, formerly WebCT Vista, as
the learning management system (LMS)
that is supported across the university.
Faculty members use Vista to supplement
and support 100% face-to-face instruction
as well as to conduct all of their online
course activities.”
http://cdl.unt.edu/Content/About/Statistics/An_Analysis_of_UNT_DL_Spring_20
07_revised.doc
Problems Addressed (Why they use blended learning:
Infrastructure/Logistics
1. Limited number of qualified faculty to teach the courses
2. Need to expand enrollment
3. Lack of classroom space and classes of the right size
4. Multiple sections taught by faculty (mostly teaching
fellows)
5. Not enough time to help those students who need help
6. Lack of consistency of content across multiple sections of
the course
7. Lack of standardization of content
8. Need for teaching fellows and teaching assistants to have
experience with new forms of teaching
Problems Addressed (Cont.):
Design/Delivery
1. A reliance on the lecture method
2. Little student interaction with instructor or with each other
3. Need for more interaction Need for a higher level of interaction
(Not just more but more thoughtful)
4. Little attention paid to varying learning styles
5. Improving student comprehension of learning
(drawing on multiple learning styles)
6. Little attention paid to marrying content to application
7. Same delivery method for the whole course
8. Lack of requiring higher-level learning skills and critical thinking
9. Lack of continuous improvement of materials and methods
Problems Addressed (Cont.):
Outcomes
1.
2.
3.
4.
5.
6.
Poor retention of content
Poor attendance
Poor completion
Poor success High repeating of courses
Lack of motivation and excitement about the subject
Student anonymity
Assessment
Assessment techniques that encouraged students to absorb large quantities
of material, expel it, and then forget it (bulimic learning)
Texas Teaching Mode of Delivery
U of North Texas and Blended
Learning
 43% of post-baccalaureate and masters students take at
least one online course with 32% and 27%, respectively,
totally online
• Very small percent of undergraduates are online only,
but a significant percentage of all UNT students are
taking both face-to-face and online courses (20% for all
students and 22% for freshman)
• Taking courses both face-to-face and online increases
the number of semester credit hours taken (by 1.17
SCH) and percentage of students pursuing coursework
fulltime (by 8%)
• If undergraduates are taking online courses to increase
course load, special care may be indicated to promote
success
University of Wisconsin-Milwaukee
• Faculty Insights
• What have UW-Milwaukee faculty said about going hybrid?
• "My students have done better than I've ever seen; they are
motivated, enthused, and doing their best work."
• "Introverts, who are quiet in the face-to-face class, really participate
online."
• "Discussions are good, both in and out of class."
• "This gets so much more student interaction."
• "The hybrid allowed me to do things in my course that I've always
wanted to do and couldn't."
• "Students think the they are learning more, and I think they're
learning more."
• "Hybrid is the best of both worlds."
• "Give it a try once. I think people owe it to their educational mission
of being a teacher and instructor to try one hybrid course."
Resources
Resources
Creating Successful Blended Courses
Marj Kibby
School of Social Sciences ─ Faculty of Education and Arts